THIS UNIT IS ASSESSED USING A STANDARD THAT
WILL EXPIRE AT THE END OF 2013
Year 13 DESIGN External Folio Project Term 2-4 2007 Visual Arts 3.3 AS90517 version 2
Please note: This activity can be modified to meet the needs of your students or context.
PURPOSE:
The purpose of this activity is for you to …
1. Produce drawings that will include thumbnails, sketches, mock-ups, computer roughs and final resolved works.
5. Use and show understanding of the artist models work you are studying, by variation and extension.
7. Generate, analyse, clarify and produce options for development in your work.
2. Show knowledge and control of materials and techniques you are using
3. Develop a systematic approach
4. Relate and evaluate artist’s ideas and methods in your own work
WORKLOAD:
Homework will be ongoing throughout the year - approximately two hours per week and must be completed to ensure success.
You will need to complete independent research using the school library, on the Internet or by visiting public libraries/university library and art galleries.
TASKS:
The folio is an individual study project that you negotiate with your teacher. Your teacher will guide you through a series of 4 to 5 design briefs of your choosing, that come under the ‘umbrella’ of an overall situation or ‘problem’.
E.g. Overall situation is ‘Corporate identity for new hotel’
Briefs are things like, logo, screen saver, poster, brochure, website etc
Whole class deadlines will be set for each brief, although each student’s topic and specific brief will be different.
The approximate schedule for briefs are as follows:
Brief 1: Term 2 Wk 4- 7
Brief 2: Wk 7- 9
Brief 3: Wk 10
Term 3 Wk 1-3
Brief 4: Wk 4-8
Brief 5 Wk 9-10
Term 4 Wk 1-3
Printing and
Folio Layout: Wk 4-6
Possible topics for your folio
Campaign - Issues/Event
Intellectual Property Conservation, Global Warming/Carbon Credits, Animal protection, Human rights, Personal Safety, Drug and alcohol addiction etc
Corporate Identity - company, organisation, shop, product, service,
Arts, Theatre & Music – production companies etc
Architecture and Design - company
Funding Organisations – Film Foundation, Arts Foundation
Hospitality – restaurant, café, bar, club, venue, hotel, resort etc
Transport – subway, airlines, trains
Leisure/Fun Parks – zoo, reserves, circuses, fairs
Educational Institutions – Places and programmes to study
Promotion of an Event - show, performance, exhibition
Sports, Arts, Film, Music, Dance, Fashion, Theatre etc
Character Design – toy/brand
Magazine/Publication – layouts, cover, masthead, postcard etc
Industrial Design – 3D design problem
** this particular approach is best attempted by students and teachers who have expertise in this area. The student needs to fully explore and resolve the problem in 3- dimensions – drawing and limited prototypes alone may not meet the Achievement criteria for Level 3.
Possible Briefs (dependent on what is appropriate for the individual student’s proposal of study)
Logo, symbol
Stationary (normally would include business card, letterhead and envelope)
Business Card
Poster
Give-away product
Sticker
Badge
T-Shirt or other clothing items
Billboard
TV ad
Information booklet
Information packages – timetables, posters/fliers, banners, invitations, tickets, handbooks, CD/DVD’s
Web site
Bus exterior
**this is a limited selection of ideas, there are many more available dependant on the student’s interest and teacher’s particular expertise
NCEA ASSESSMENT ACTIVITY
LEVEL 3 ART DESIGN
Standard: 3.3 (90517) Version: 2 Assessment: External Credits:14
Title: Produce original work within design to show extensive knowledge of art-making methods and ideas
This achievement standard involves using drawing as the central means to generate, analyse, clarify and regenerate ideas towards the production of original work. It also involves showing knowledge of the characteristics and constraints of established processes, procedures, materials and techniques; developing a systematic approach to relating and evaluating ideas and methods; and using ideas and methods founded in recent and established practice in the production of a body of work within design.
Achievement Criteria
Achievement / Achievement with Merit / Achievement with Excellence /· Use drawing as the central means to generate, analyse, clarify and regenerate ideas. / · Use drawing as the central means to purposefully generate, analyse, clarify and regenerate options. / · Use drawing as the central means to purposefully generate a range and depth of ideas to analyse, clarify and regenerate options.
· Show knowledge of the characteristics and constraints of established processes, procedures, materials and techniques used. / · Show knowledge and understanding of the characteristics and constraints of established processes, procedures, materials and techniques used. / · Show knowledge and understanding of the characteristics and constraints of established processes, procedures, materials and techniques, and use with fluency and purpose.
· Develop a systematic approach to relating ideas and methods in the production of work. / · Use a systematic approach to relating and evaluating ideas and methods in the production of work. / · Systematically and critically relate, evaluate and synthesise a range of ideas and methods in the production of work.
· Use ideas and methods founded in recent and established practice in the production of original work. / · Use and understand particular ideas and methods founded in recent and established practice in the production of original work. / · Understand and build upon a range and depth of ideas and methods in context, and use these with insight in the production of original work.
Authenticity: This is to state that I had no outside assistance to complete my work. What has been submitted for assessment is entirely my own work.
Student signature: ………………………………………………………………………………………
Defining problem:
1. Brainstorm ideas for an education or public awareness campaign related to Intellectual Property or Copyright. Your target audience is teenage youth/young adults.
Possible campaigns include:
- World IP Day 2008
- Music Piracy- Remixing of music, illegal file sharing
- DVD piracy
- Protecting your own intellectual property as designers/ artists/musicians
Possible companies/clients:
- RIANZ, (the Recording Industry Association of New Zealand)
- Design Institute of New Zealand
- Ministry of Economic Development
- NZFA©T,New Zealand Federation Against Copyright Theft
- APRA,Australasian Performing Rights Association
- Copyright Council of New Zealand
2. Identify possible briefs such as:
- A symbol for the campaign
- the layout of a magazine article
- a series of billboards
- an internet advertisement
- screen saver
- posters
- bus exterior advertisement
- flyer
- CD or DVD cover insert
You are going to be working on this project over 15 weeks- so make sure your iniotial ideas have potential for interesting and innovative outcomes!
Developing Plan and Contract:
Develop a draft plan for your contract (see attached template). Before presenting to your teacher your plan must include
- Client need or problem
- Key features of campaign –
o key messages
o target market/audience
o specific text for inclusion- eg organisation /sponsors details
o possible imagery or focus
o sample designers/artist models whose work is relevant
o significant colours, associated imagery, symbols
o innovative angle/ feature to base ideas around/motivation
· 5 possible briefs eg logo, screen saver
· key media, software, techniques to be used
· time-plan
Negotiate contract with teacher, and present your plan at a group critique.
Group critiques:
These will be held regularly for you to present your ideas, discuss challenges, gain feedback, explore options, and clarify decisions.
At each critique present:
- draft plan
- current brief
- recent research
- work to date
- contract
All comments made at critiques must be constructive and purposeful, to assist each other to progress ideas. It is important to share advice on technical aspects, and presentation, as well as the development of ideas.
Working through Briefs:
Each person will work through their series of briefs at their own pace. Some will take more time than others to resolve.
Every three weeks you need to present your contract and recent work to your teacher to review progress, refine briefs, set directions.
Research:
Research will be an ongoing component of this work. You will need to be constantly reviewing examples of contemporary design, trialling techniques, exploring possible options. All research should be collected in your visual diary. Record source of all information or examples you include- magazine and volume, books, web sites etc
Attach copies of key research or examples to your plan/contract.
DO NOT THROW OUT ANYTHING!
Year 13 Design ContractAS90517 External / Teacher:
Class:
Assessment dates: / NAME:
Description and Completion Date. / Progress and Key Research / Feedback - To Do / DATE and Sign
Campaign Purpose:
Situation:
- key messages, slogans
- text
- key imagery
- target audience
- colours
- symbols
Due Date:
Brief one:
Due Date:
Brief two:
Due Date:
Brief three:
Due Date:
Brief four:
Due Date:
Brief Five:
Due Date:
Folio Preparation:
Attach samples of key research and record key websites, magazine or book references!!
Assessment Schedule
Evidence / Achievement / Achievement with Merit / Achievement with Excellence /A body of design work including: evidence of brainstorms, planning, developmental studies, trials and finished work.
Class/formative assessments:
Present
visual diary and folder,
External Assessment:
Present on 3 A1 folio panels for submission on
Drawings may include:
Thumbnails sketches- hand drawn and digital,
Notes, research, roughs, trials, mock-ups, prototypes, preliminary studies, and finished work. / · Use drawing as the central means to generate, analyse, clarify and regenerate ideas. / · Use drawing as the central means to purposefully generate, analyse, clarify and regenerate options. / · Use drawing as the central means to purposefully generate a range and depth of ideas to analyse, clarify and regenerate options.
· Show knowledge of the characteristics and constraints of established design processes, procedures, materials and techniques used. / · Show knowledge and understanding of the characteristics and constraints of established design processes, procedures, materials and techniques used. / · Show knowledge and understanding of the characteristics and constraints of established design processes, procedures, materials and techniques, and use with fluency and purpose.
· Develop a systematic approach to relating ideas and methods in the production of work. / · Use a systematic approach to relating and evaluating ideas and methods in the production of work. / · Systematically and critically relate, evaluate and synthesise a range of ideas and methods in the production of work.
· Use ideas and methods founded in recent and established practice in the production of original work. / · Use and understand particular ideas and methods founded in recent and established practice in the production of original work. / · Understand and build upon a range and depth of ideas and methods in context, and use these with insight in the production of original work.
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